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Comp. Testing

 

Chemical and Biosciences Technology Curriculum Improvement

 

D.Blicq  dblicq@rrc.mb.ca  Thursday May 16, 2013 DIRECTORY I BIO I NOTICE BOARD

Introduction:

 DACUM and PLOW (program learning outcome visioning) activities have identified a number of areas for improved focus for the CBT program. In general these areas include significant improvements in the quality systems training integral to the program as well as continued improvement and validation of hands-on laboratory techniques. As a start to continued program improvement a comprehensive program-wide examination process is proposed.

While the design of effective testing procedures may take some time, the use of such periodic testing (end of each semester is a possibility) will ensure students focus on and maintain critical skills learned throughout the various courses and do not simply “pass and forget” skills which have been repeatedly defined as critical.

 Proposed CPT (Comprehensive Program Testing):

 The intent of the CBT Practical Examination is not to be overly difficult, but rather to serve as a vehicle to ensure students maintain critical skills through the program and beyond.

Example CBT Competencies Practical Examination (3 hours)

  1. Laboratory Formulations and Calculations (20% of testing): students execute representative questions to ensure proficiency in formulations and reagent preparation. Also included is the naming of fundamental chemical structures. (30 minutes)
    1. Formulations: 5 questions (20 minutes)
    2. Name the following 5 chemical structures (10 minutes)
 
  1. Hardware Identification and Naming: students identify and name essential glassware, hardware and apparatus (10%). (20 minutes)

Match the object to the correct name (10 minutes):

  1. Buiret
  2. Pasteur Pipette
  3. Eppendorf Pipette
  4. Buchner funnel
  5. Volumetric flask
  6. Graduated cylinder
  7. Rheostat
  8. Condenser
  9. Thermometer adaptor
  10. Melting Point capillary tube

Describe (in one sentence) the appropriate usage(s) of the following equipment (10 minutes):

  1.  UV Spectrophotometer

  2.  Visible Spectrophotometer

  3.  HPLC

  4.  GC

  5.  FT-IR

  6.  AA

  7.  NMR

  8.  Polarimeter

  9.  Holonium filter

  10.  LIMS

 
  1. Laboratory Safety: students identify laboratory safety concerns, requirements and operational standards (10%).

      Describe the safety considerations for handling / using (10 minutes):

    1. Strong acid / bases
    2. Carcinogenic materials
    3. Storage of corrosive materials
    4. Storage of flammable materials
    5. Minor spill containment / clean-up
    6. Eye protection requirements
    7. Clothing requirements
    8. Fire extinguishers
    9. MSDS usage and storage
    10. Safety training requirements
  1. Materials Handling: eppendorf, pipette, balances / scales, microbial culture transfers, etc (10%). (45 minutes)
 
    1. Using the eppendorf pipette, accurately transfer 10 aliquots of 100μl and weigh on the provided balance (10 minutes).
    2. Level the test balance and conduct a daily check using provided masses (10 minutes)
    3. Balance two centrifuge tubes to 67.3 g using DW (10 minutes)
    4. Standardize the pH meter using provided buffers and measure the pH of provided samples (10 minutes)
    5. Use aseptic technique to transfer a loop of unknown microbial culture from test tube to test tube (5 minutes)
  1. Dilutions and Standard Curves: students prepare a standard curve through serial dilutions and analyze using uv/vis spectrophotometers. Data is expressed graphically using MS Excel (10%). (30 minutes)
 
    1. Prepare five dilutions of known material “A” (10 minutes)
    2. Analyze dilutions on the uv/vis spectrophotometer by creating a standard curve using MS Excel (10 minutes)
    3. Analyze Unknown sample on uv/vis spectrophotometer and determine concentration from standard curve (10 minutes)
  1. Microscopic Analysis: students set up and conduct visual counts on a prepared cell culture and identify morphological characteristics (10%) (10 minutes)
 
  1. Unknown Analysis: students describe (simple flowchart) a proposed method for analyzing both an unknown biological and an unknown organic sample (10%). (10 minutes)
 
  1. Quality Assurance: students identify the fundamental components of a laboratory quality system and the role of ISO, GLP and GMP (10%) (15 minutes)

 Describe the fundamentals of the following systems:

    1. GLP
    2. GMP
    3. ISO
  1. Laboratory Notebook Audit: student audits example laboratory notebook against defined criteria (10%) (10 minutes)

 Grading: PASS / FAIL set at 60%

February 2005

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